Massachusetts
Science and
Technology/Engineering
Curriculum Framework
October 2006
Pre-Kindergarten–High School Standards
as adopted by the Board of Education in 2001 (PreK–8) and 2006 (High School)
and
Updated Resources
Massachusetts Department of Education
350 Main Street, Malden, MA 02148
781-338-3000 www.doe.mass.edu
Technology/Engineering
Technology/engineering works in conjunction with science to expand our capacity to
understand the world. Science investigates the natural world. The goal of engineering is to
solve practical problems through the development or use of technologies, based on the
scientific knowledge gained through investigation.
For example, the planning, design, and construction of the Central Artery Tunnel project in
Boston (the “Big Dig”) was a complex and technologically challenging project that drew on
knowledge of earth science and physics, as well as on construction and transportation
technologies. Scientists and engineers apply scientific knowledge of light to develop lasers,
fiber optic technologies, and other technologies in medical imaging. They also apply this
scientific knowledge to develop such modern communications technologies as telephones,
fax machines, and electronic mail.
The Relationships Among Science, Engineering, and Technology
Science seeks
to understand
the natural
world, and often
needs new tools
to help discover
the answers.
SCIENCE
ENGINEERING
Engineers use
scientific
discoveries to
design products
and processes
that meet
society’s needs.
TECHNOLOGY
Technologies (products and processes) are the
result of engineered designs. They are created by
technicians to solve societal needs and wants.
Although the term technology is often used by itself to describe the educational application of
computers in a classroom, computers and instructional tools that use computers are only a
few of the many technological innovations in use today. The focus of this
Technology/Engineering strand is on applied technologies such as engineering design,
construction, and transportation, not on instructional technology such as computer
applications for classrooms.
Technologies developed through engineering include the systems that provide our houses
with water and heat; roads, bridges, tunnels, and the cars that we drive; airplanes and
spacecraft; cellular phones, televisions, and computers; many of today’s toys; and systems
that create special effects in movies. Each of these came about as the result of recognizing a
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
81
need or problem and creating a technological solution using the engineering design process,
as illustrated in the figure on page 84. Beginning in the early grades and continuing through
high school, students carry out this design process in ever more sophisticated ways. As they
gain more experience and knowledge, they are able to draw on other disciplines, especially
mathematics and science, to understand and solve problems.
•
Even before entering grades PreK–2, students are experienced technology users.
Their natural curiosity about how things work is clear to any adult who has ever
watched a child doggedly work to improve the design of a paper airplane, or to take
apart a toy to explore its insides. They are also natural engineers and inventors,
builders of sandcastles at the beach and forts under furniture. Most students in grades
PreK–2 are fascinated with technology. While learning the safe uses of tools and
materials that underlie engineering solutions, PreK–2 students are encouraged to
manipulate materials that enhance their three-dimensional visualization skills–an
essential component of the ability to design. They identify and describe
characteristics of natural and humanmade materials and their possible uses, and
identify uses of basic tools and materials (e.g., glue, scissors, tape, ruler, paper,
toothpicks, straws, spools). In addition, PreK–2 students learn to identify tools and
simple machines used for specific purposes (e.g., ramp, wheel, pulley, lever). They
also learn to describe how human beings use parts of the body as tools.
Learning standards for PreK–2 fall under the following two subtopics: Materials and
Tools; and Engineering Design.
•
Students in grades 3–5 learn how appropriate materials, tools, and machines extend
our ability to solve problems and invent. They identify materials used to accomplish
a design task based on the materials’ specific properties, and explain which materials
and tools are appropriate to construct a given prototype. They achieve a higher level
of engineering design skill by recognizing a need or problem, learning different ways
that the problem can be represented, and working with a variety of materials and
tools to create a product or system to address the problem.
Learning standards for grades 3–5 fall under the following two subtopics: Materials
and Tools; and Engineering Design.
•
82
In grades 6–8, students pursue engineering questions and technological solutions that
emphasize research and problem solving. They identify and understand the five
elements of a technology system (goal, inputs, processes, outputs, and feedback).
They acquire basic safety skills in the use of hand tools, power tools, and machines.
They explore engineering design; materials, tools, and machines; and
communication, manufacturing, construction, transportation, and bioengineering
technologies. Starting in grades 6–8 and extending through grade 10, the topics of
power and energy are incorporated into the study of most areas of technology. Grades
6–8 students use knowledge acquired in their mathematics and science curricula to
understand engineering. They achieve a more advanced level of skill in engineering
design by learning to conceptualize a problem, design prototypes in three dimensions,
and use hand and power tools to construct their prototypes, test their prototypes, and
make modifications as necessary. The culmination of the engineering design
experience is the development and delivery of an engineering presentation. Because
of the hands-on, active nature of the technology/engineering environment, it is
strongly recommended that it be taught by teachers who are certified in technology
education, and who are very familiar with the safe use of tools and machines.
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
Learning standards for grades 6–8 fall under the following seven subtopics:
Materials, Tools, and Machines; Engineering Design; Communication Technologies;
Manufacturing Technologies; Construction Technologies; Transportation
Technologies; and Bioengineering Technologies.
•
In high school, students develop their ability to solve problems in
technology/engineering using mathematical and scientific concepts. High school
students are able to relate concepts and principles they have learned in science with
knowledge gained in the study of technology/engineering. For example, a wellrounded understanding of energy and power equips students to tackle such issues as
the ongoing problems associated with energy supply and energy conservation.
In a high school technology/engineering course, students pursue engineering
questions and technological solutions that emphasize research and problem solving.
They achieve a more advanced level of skill in engineering design by learning how to
conceptualize a problem, develop possible solutions, design and build prototypes or
models, test the prototypes or models, and make modifications as necessary.
Throughout the process of engineering design, high school students are able to work
safely with hand and/or power tools, various materials and equipment, and other
resources. In high school, courses in technology/engineering should be taught by
teachers who are certified in that discipline and who are familiar with the safe use of
tools and machines.
Learning standards for high school fall under the following seven subtopics:
Engineering Design; Construction Technologies; Energy and Power Technologies—
Fluid Systems; Energy and Power Technologies—Thermal Systems; Energy and
Power Technologies—Electrical Systems; Communication Technologies; and
Manufacturing Technologies.
Technology/Engineering learning standards are also grouped under Broad Topics in
Appendix I, which highlights the relationships of standards among grade spans..
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
83
Steps of the Engineering Design Process
Step 1
Identify the Need
or Problem
Step 2
Research the
Need or Problem
Step 8
Redesign
Step 3
Develop Possible
Solution(s)
Step 7
Communicate the
Solution(s)
Step 6
Test and Evaluate
the Solution(s)
Step 4
Select the Best
Possible Solution(s)
Step 5
Construct a
Prototype
1. Identify the need or problem
2. Research the need or problem
• Examine the current state of the
issue and current solutions
• Explore other options via the
Internet, library, interviews, etc.
3. Develop possible solution(s)
• Brainstorm possible solution(s)
• Draw on mathematics and
science
• Articulate the possible
solution(s) in two and three
dimensions
• Refine the possible solution(s)
4. Select the best possible solution(s)
• Determine which solution(s)
best meet(s) the original need or
solve(s) the original problem
84
5. Construct a prototype
• Model the selected solution(s) in
two and three dimensions
6. Test and evaluate the solution(s)
• Does it work?
• Does it meet the original design
constraints?
7. Communicate the solution(s)
• Make an engineering presentation
that includes a discussion of how the
solution(s) best meet(s) the initial
need or the problem
• Discuss societal impact and
tradeoffs of the solution(s)
8. Redesign
• Overhaul the solution(s) based on
information gathered during the
tests and presentation
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
Technology/Engineering, Grades PreK–2
Please note: Suggested extensions to learning in technology/engineering for grades PreK–2 are listed with the
science learning standards. See pages 25 (Earth and Space Science), 44–45 (Life Science), and 63 (Physical
Sciences).
LEARNING STANDARDS
1. Materials and Tools
Central Concept: Materials both natural and human-made have specific characteristics that determine
how they will be used.
1.1 Identify and describe characteristics of natural materials (e.g., wood, cotton, fur, wool) and
human-made materials (e.g., plastic, Styrofoam).
1.2 Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool)
and human-made materials (e.g., plastic, Styrofoam).
1.3 Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors,
tape, ruler, paper, toothpicks, straws, spools) to construct simple structures.
2. Engineering Design
Central Concept: Engineering design requires creative thinking and consideration of a variety of ideas to
solve practical problems.
2.1 Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley,
lever.
2.2 Describe how human beings use parts of the body as tools (e.g., teeth for cutting, hands for
grasping and catching), and compare their use with the ways in which animals use those
parts of their bodies.
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85
Technology/Engineering, Grades 3–5
Please note: Suggested extensions to learning in technology/engineering for grades 3–5 are listed with the science
learning standards. See pages 26–29 (Earth and Space Science), 46–49 (Life Science), and 64–66 (Physical
Sciences).
LEARNING STANDARDS
1. Materials and Tools
Central Concept: Appropriate materials, tools, and machines extend our ability to solve problems and
invent.
1.1 Identify materials used to accomplish a design task based on a specific property, e.g.,
strength, hardness, and flexibility.
1.2 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers,
tape measure, screws, nails, and other mechanical fasteners) to construct a given
prototype safely.
1.3 Identify and explain the difference between simple and complex machines, e.g., hand can
opener that includes multiple gears, wheel, wedge, gear, and lever.
2. Engineering Design
Central Concept: Engineering design requires creative thinking and strategies to solve practical problems
generated by needs and wants.
2.1 Identify a problem that reflects the need for shelter, storage, or convenience.
2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams,
graphic organizers, and lists.
2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a
solution to a given problem.
2.4 Compare natural systems with mechanical systems that are designed to serve similar
purposes, e.g., a bird’s wings as compared to an airplane’s wings.
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Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
Technology/Engineering, Grades 6–8
Please note: The number(s) in parentheses following each suggested learning activity refer to the related grades 6–8
Technology/Engineering learning standard(s).
LEARNING STANDARDS
SUGGESTED LEARNING ACTIVITIES
1. Materials, Tools, and Machines
Central Concept: Appropriate materials, tools, and machines enable us to solve problems, invent, and
construct.
1.1 Given a design task, identify appropriate materials (e.g.,
wood, paper, plastic, aggregates, ceramics, metals,
solvents, adhesives) based on specific properties and
characteristics (e.g., strength, hardness, and
flexibility).
1.2 Identify and explain appropriate measuring tools, hand
tools, and power tools used to hold, lift, carry, fasten,
and separate, and explain their safe and proper use.
•
Conduct tests for strength, hardness,
and flexibility of various materials
(e.g., wood, paper, plastic, ceramics,
metals). (1.1)
•
Design and build a catapult that will
toss a marshmallow. (1.1, 1.2, 1.3)
•
Use a variety of hand tools and
machines to change materials into
new forms through the external
processes of forming, separating, and
combining, and through processes
that cause internal change(s) to occur.
(1.2)
1.3 Identify and explain the safe and proper use of
measuring tools, hand tools, and machines (e.g., band
saw, drill press, sander, hammer, screwdriver, pliers,
tape measure, screws, nails, and other mechanical
fasteners) needed to construct a prototype of an
engineering design.
2. Engineering Design
Central Concept: Engineering design is an iterative process that involves modeling and optimizing to
develop technological solutions to problems within given constraints.
2.1 Identify and explain the steps of the engineering design
process, i.e., identify the need or problem, research
the problem, develop possible solutions, select the best
possible solution(s), construct a prototype, test and
evaluate, communicate the solution(s), and redesign.
2.2 Demonstrate methods of representing solutions to a
design problem, e.g., sketches, orthographic
projections, multiview drawings.
•
Given a prototype, design a test to
evaluate whether it meets the design
specifications. (2.1)
•
Using test results, modify the
prototype to optimize the solution
(i.e., bring the design closer to
meeting the design constraints). (2.1)
•
Communicate the results of an
engineering design through a
coherent written, oral, or visual
presentation. (2.1)
•
Develop plans, including drawings
with measurements and details of
construction, and construct a model
of the solution to a problem,
exhibiting a degree of craftsmanship.
(2.2)
2.3 Describe and explain the purpose of a given prototype.
2.4 Identify appropriate materials, tools, and machines
needed to construct a prototype of a given engineering
design.
2.5 Explain how such design features as size, shape, weight,
function, and cost limitations would affect the
construction of a given prototype.
2.6 Identify the five elements of a universal systems model:
goal, inputs, processes, outputs, and feedback.
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
87
Technology/Engineering, Grades 6–8
LEARNING STANDARDS
SUGGESTED LEARNING ACTIVITIES
3. Communication Technologies
Central Concept: Ideas can be communicated though engineering drawings, written reports, and pictures.
3.1 Identify and explain the components of a
communication system, i.e., source, encoder,
transmitter, receiver, decoder, storage, retrieval, and
destination.
3.2 Identify and explain the appropriate tools, machines,
and electronic devices (e.g., drawing tools, computeraided design, and cameras) used to produce and/or
reproduce design solutions (e.g., engineering
drawings, prototypes, and reports).
3.3 Identify and compare communication technologies and
systems, i.e., audio, visual, printed, and mass
communication.
3.4 Identify and explain how symbols and icons (e.g.,
international symbols and graphics) are used to
communicate a message.
4. Manufacturing Technologies
Central Concept: Manufacturing is the process of converting raw materials (primary process) into
physical goods (secondary process), involving multiple industrial processes (e.g., assembly, multiple
stages of production, quality control).
4.1 Describe and explain the manufacturing systems of
custom and mass production.
4.2 Explain and give examples of the impacts of
interchangeable parts, components of mass-produced
products, and the use of automation, e.g., robotics.
4.3 Describe a manufacturing organization, e.g., corporate
structure, research and development, production,
marketing, quality control, distribution.
4.4 Explain basic processes in manufacturing systems, e.g.,
cutting, shaping, assembling, joining, finishing,
quality control, and safety.
5. Construction Technologies
Central Concept: Construction technology involves building structures in order to contain, shelter,
manufacture, transport, communicate, and provide recreation.
5.1 Describe and explain parts of a structure, e.g.,
foundation, flooring, decking, wall, roofing systems.
5.2 Identify and describe three major types of bridges (e.g.,
arch, beam, and suspension) and their appropriate
uses (e.g., site, span, resources, and load).
88
Design and construct a bridge
following specified design criteria
(e.g., size, materials used). Test the
design for durability and structural
stability. (5.3)
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
Technology/Engineering, Grades 6–8
LEARNING STANDARDS
SUGGESTED LEARNING ACTIVITIES
5. Construction Technologies (cont.)
5.3 Explain how the forces of tension, compression, torsion,
bending, and shear affect the performance of bridges.
5.4 Describe and explain the effects of loads and structural
shapes on bridges.
6. Transportation Technologies
Central Concept: Transportation technologies are systems and devices that move goods and people from
one place to another across or through land, air, water, or space.
6.1 Identify and compare examples of transportation
systems and devices that operate on or in each of the
following: land, air, water, and space.
6.2 Given a transportation problem, explain a possible
solution using the universal systems model.
6.3 Identify and describe three subsystems of a
transportation vehicle or device, i.e., structural,
propulsion, guidance, suspension, control, and
support.
6.4 Identify and explain lift, drag, friction, thrust, and
gravity in a vehicle or device, e.g., cars, boats,
airplanes, rockets.
•
Design a model vehicle (with a safety
belt restraint system and crush zones
to absorb impact) to carry a raw egg
as a passenger. (6.1)
•
Design and construct a magnetic
levitation vehicle (e.g., as used in the
monorail system). Discuss the
vehicle’s benefits and trade-offs. (6.2)
•
Conduct a group discussion of the
major technologies in transportation.
Divide the class into small groups and
discuss how the major technologies
might affect future design of a
transportation mode. After the group
discussions, ask the students to draw
a design of a future transportation
mode (car, bus, train, plane, etc.).
Have the students present their
vehicle designs to the class, including
discussion of the subsystems used.
(6.1, 6.3)
7. Bioengineering Technologies
Central Concept: Bioengineering technologies explore the production of mechanical devices, products,
biological substances, and organisms to improve health and/or contribute improvements to our daily lives.
7.1 Explain examples of adaptive or assistive devices, e.g.,
prosthetic devices, wheelchairs, eyeglasses, grab bars,
hearing aids, lifts, braces.
7.2 Describe and explain adaptive and assistive
bioengineered products, e.g., food, bio-fuels,
irradiation, integrated pest management.
Brainstorm and evaluate alternative
ideas for an adaptive device that will
make life easier for a person with a
disability, such as a device that picks
up objects from the floor. (7.1)
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
89
WHAT IT LOOKS LIKE IN THE CLASSROOM
Local Wonders
Adapted from the Building Big Activity Guide, pp. 36–37 (www.pbs.org/wgbh/buildingbig)
Technology/Engineering, Grades 6–8
After building newspaper towers and talking about structures and foundations, sixth-graders at the
Watertown, Massachusetts Boys and Girls Club brainstormed a list of interesting structures in their town.
They selected St. Patrick’s, an elaborate church across the street from the clubhouse, as the focus for an
investigation about a “Local Wonder.”
The students began their investigation by brainstorming questions about their Local Wonder. Questions
that focused on engineering included the following:
• When was it built?
• What is it made of?
• Why did the builders choose that material?
• What is underneath the building?
• What holds it up?
• What keeps it from falling down?
• How was it built?
• Were there any problems during construction and how were they solved?
Questions with a social/environmental focus included the following:
• Why was it built?
• Who built it?
• What did the area look like before it was built?
Next, the students participated in hands-on activities that explored basic engineering principles such as
force, compression, tension, shape, and torsion. They toured the church, took photographs, researched the
structure, interviewed long-time community members about their memories about the structure, and
interviewed engineers, architects, and contractors who worked on the construction project. They
conducted research at the library, the Historical Society, and the Watertown Building Inspector’s office,
where they acquired the building’s plans and copies of various permits. They used this information to
develop a timeline of the building’s history.
Students used the following method to estimate the size of the church: First, they selected one student,
Josh, and measured his height. Then Josh stood next to the church, while the rest of the club members
stood across the street. The teacher asked each student to close one eye and use his or her fingers to
“stack” Josh’s height up to the top of the church. The each student multiplied the number of times he or
she stacked Josh’s height, to find the total estimated height of the church.
Small groups of students met and prepared final reports, using the following generic outline:
I Name of group submitting report
II Name and description of structure (identify the type of structure, such as a bridge or skyscraper,
and describe and explain its parts)
III Location of structure
IV Approximate date structure was completed
V Approximate size of structure
VI Why we chose this particular Local Wonder
VII What’s important about our Local Wonder
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Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
WHAT IT LOOKS LIKE IN THE CLASSROOM
VIII
IX
Things we learned about our Local Wonder (include information such as type of construction,
engineering design concepts, and forces acting on the structure)
Interesting facts about our Local Wonder
Your community may not have an Eiffel Tower or a Hoover Dam, but for your Local Wonder you can
choose any structure in your community that is significant because of its appearance, uniqueness, or
historical or social impact. Consider local bridges, tunnels, skyscrapers or other buildings, domes, dams,
and other constructions. You can e-mail the American Society of Civil Engineers at
[email protected] to connect with a volunteer civil engineer for this activity. To help select your
Local Wonder, have the class brainstorm a list or collect some photographs for discussion.
Any group that completes this project can submit its investigation to pbs.org/buildingbig. Send them your
complete report, including photographs or original drawings of your local wonder. Students should be
encouraged to draw the structure from a variety of different perspectives. Students can also share their
reports with other classes in their school or at a local town meeting.
Assessment Strategies
• Share examples of other previous groups’ completed investigations with your students at the
beginning of the project. Discuss and develop criteria for effective reports, and identify what
constitutes quality work.
• Students can record their learning in an engineering journal. Students can write down each day
what they have learned, questions that they may have, resources they found helpful, and
resources they need to consult. The teacher should read the journals to monitor students’ progress
and levels of participation, and to identify what topics the students have mastered and which
areas of learning need to be reinforced by additional instruction.
• Post your Local Wonder report on your school district website, on the town website, or on a town
agency’s website (e.g., the Chamber of Commerce). Include an e-mail address and encourage
feedback.
• At the end of the unit, provide the students with a photograph of a similar structure from another
town or area. Ask them to write a final paper that compares this structure to their own Local
Wonder. How are they alike? Different? Compare the materials, designs, and purposes of these
structures.
Engineering Design Learning Standards
Grades 6–8
2.2 Demonstrate methods of representing solutions to a design problem (e.g., sketches, orthographic
projections, multi-view drawings).
2.5 Explain how such design features as size, shape, weight, function, and cost limitations would
affect the construction of a given prototype.
Construction Technologies Learning Standards (Applicable standards may depend on structure selected.)
Grades 6–8
5.1 Describe and explain parts of a structure (e.g., foundation, flooring, decking, wall, roofing
systems).
5.2 Identify and describe three major types of bridges (i.e., arch, beam, and suspension) and their
appropriate uses (e.g., based on site, span, resources, and load).
5.3 Explain how the forces of tension, compression, torsion, bending, and shear affect the
performance of bridges.
5.4 Describe and explain the effects of load and structural shape on bridges.
Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
91
Technology/Engineering, High School
Learning Standards for a Full First-Year Course
I. CONTENT STANDARDS
(Suggested learning activities related to the high school Technology/Engineering learning standards are listed on pages 98–99.)
1. Engineering Design
Central Concepts: Engineering design involves practical problem solving, research, development, and
invention/innovation, and requires designing, drawing, building, testing, and redesigning. Students should
demonstrate the ability to use the engineering design process to solve a problem or meet a challenge.
1.1 Identify and explain the steps of the engineering design process: identify the problem, research
the problem, develop possible solutions, select the best possible solution(s), construct
prototypes and/or models, test and evaluate, communicate the solutions, and redesign.
1.2 Understand that the engineering design process is used in the solution of problems and the
advancement of society. Identify examples of technologies, objects, and processes that have
been modified to advance society, and explain why and how they were modified.
1.3 Produce and analyze multi-view drawings (orthographic projections) and pictorial drawings
(isometric, oblique, perspective), using various techniques.
1.4 Interpret and apply scale and proportion to orthographic projections and pictorial drawings (e.g.,
¼" = 1'0", 1 cm = 1 m).
1.5 Interpret plans, diagrams, and working drawings in the construction of prototypes or models.
2. Construction Technologies
Central Concepts: The construction process is a series of actions taken to build a structure, including
preparing a site, setting a foundation, erecting a structure, installing utilities, and finishing a site. Various
materials, processes, and systems are used to build structures. Students should demonstrate and apply the
concepts of construction technology through building and constructing either full-size models or scale
models using various materials commonly used in construction. Students should demonstrate the ability
to use the engineering design process to solve a problem or meet a challenge in construction technology.
2.1 Identify and explain the engineering properties of materials used in structures (e.g., elasticity,
plasticity, R value, density, strength).
2.2 Distinguish among tension, compression, shear, and torsion, and explain how they relate to the
selection of materials in structures.
2.3 Explain Bernoulli’s principle and its effect on structures such as buildings and bridges.
2.4 Calculate the resultant force(s) for a combination of live loads and dead loads.
2.5 Identify and demonstrate the safe and proper use of common hand tools, power tools, and
measurement devices used in construction.
2.6 Recognize the purposes of zoning laws and building codes in the design and use of structures.
3. Energy and Power Technologies—Fluid Systems
Central Concepts: Fluid systems are made up of liquids or gases and allow force to be transferred from
one location to another. They can also provide water, gas, and/or oil, and/or remove waste. They can be
moving or stationary and have associated pressures and velocities. Students should demonstrate the
ability to use the engineering design process to solve a problem or meet a challenge in a fluid system.
3.1 Explain the basic differences between open fluid systems (e.g., irrigation, forced hot air system,
air compressors) and closed fluid systems (e.g., forced hot water system, hydraulic brakes).
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Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006
Technology/Engineering, High School
Learning Standards for a Full First-Year Course
3. Energy and Power Technologies—Fluid Systems (cont.)
3.2 Explain the differences and similarities between hydraulic and pneumatic systems, and explain
how each relates to manufacturing and transportation systems.
3.3 Calculate and describe the ability of a hydraulic system to multiply distance, multiply force, and
effect directional change.
3.4 Recognize that the velocity of a liquid moving in a pipe varies inversely with changes in the
cross-sectional area of the pipe.
3.5 Identify and explain sources of resistance (e.g., 45º elbow, 90º elbow, changes in diameter) for
water moving through a pipe.
4. Energy and Power Technologies—Thermal Systems
Central Concepts: Thermal systems involve transfer of energy through conduction, convection, and
radiation, and are used to control the environment. Students should demonstrate the ability to use the
engineering design process to solve a problem or meet a challenge in a thermal system.
4.1 Differentiate among conduction, convection, and radiation in a thermal system (e.g., heating and
cooling a house, cooking).
4.2 Give examples of how conduction, convection, and radiation are considered in the selection of
materials for buildings and in the design of a heating system.
4.3 Explain how environmental conditions such as wind, solar angle, and temperature influence the
design of buildings.
4.4 Identify and explain alternatives to nonrenewable energies (e.g., wind and solar energy
conversion systems).
5. Energy and Power Technologies—Electrical Systems
Central Concepts: Electrical systems generate, transfer, and distribute electricity. Students should
demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in an
electrical system.
5.1 Explain how to measure and calculate voltage, current, resistance, and power consumption in a
series circuit and in a parallel circuit. Identify the instruments used to measure voltage, current,
power consumption, and resistance.
5.2 Identify and explain the components of a circuit, including sources, conductors, circuit breakers,
fuses, controllers, and loads. Examples of some controllers are switches, relays, diodes, and
variable resistors.
5.3 Explain the relationships among voltage, current, and resistance in a simple circuit, using Ohm’s
law.
5.4 Recognize that resistance is affected by external factors (e.g., temperature).
5.5 Compare and contrast alternating current (AC) and direct current (DC), and give examples of
each.
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Technology/Engineering, High School
Learning Standards for a Full First-Year Course
6. Communication Technologies
Central Concepts: Applying technical processes to exchange information can include symbols,
measurements, icons, and graphic images. Students should demonstrate the ability to use the engineering
design process to solve a problem or meet a challenge in a communication technology.
6.1 Explain how information travels through the following media: electrical wire, optical fiber, air,
and space.
6.2 Differentiate between digital and analog signals. Describe how communication devices employ
digital and analog technologies (e.g., computers, cell phones).
6.3 Explain how the various components (source, encoder, transmitter, receiver, decoder, destination,
storage, and retrieval) and processes of a communication system function.
6.4 Identify and explain the applications of laser and fiber optic technologies (e.g., telephone
systems, cable television, photography).
6.5 Explain the application of electromagnetic signals in fiber optic technologies, including critical
angle and total internal reflection.
7. Manufacturing Technologies
Central Concepts: Manufacturing processes can be classified into six groups: casting/molding, forming,
separating, conditioning, assembling, and finishing. Students should demonstrate the ability to use the
engineering design process to solve a problem or meet a challenge in a manufacturing technology.
7.1 Describe the manufacturing processes of casting and molding, forming, separating, conditioning,
assembling, and finishing.
7.2 Identify the criteria necessary to select safe tools and procedures for a manufacturing process
(e.g., properties of materials, required tolerances, end-uses).
7.3 Describe the advantages of using robotics in the automation of manufacturing processes (e.g.,
increased production, improved quality, safety).
II. STEPS OF THE ENGINEERING DESIGN PROCESS
Students should be provided opportunities for hands-on experiences to design, build, test, and evaluate
(and redesign, if necessary) a prototype or model of their solution to a problem. Students should have
access to materials, hand and/or power tools, and other resources necessary to engage in these tasks.
Students may also engage in design challenges that provide constraints and specifications to consider as
they develop a solution to a problem.
Steps of the Engineering Design Process*
1. Identify the need or problem
2. Research the need or problem
• Examine current state of the issue and current solution(s)
• Explore other options via the Internet, library, interviews, etc.
3. Develop possible solution(s)
• Brainstorm possible solution(s)
• Draw on mathematics and science
• Articulate the possible solution(s) in two and three dimensions
• Refine the possible solution(s)
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Learning Standards for a Full First-Year Course
Steps of the Engineering Design Process (cont.)
4. Select the best possible solution(s)
• Determine which solution(s) best meet(s) the original requirements
5. Construct one or more prototypes and/or models
• Model the selected solution(s) in two and three dimensions
6. Test and evaluate the solution(s)
• Does it work?
• Does it meet the original design constraints?
7. Communicate the solution(s)
• Make an engineering presentation that includes a discussion of how the solution(s) best meet(s)
the needs of the initial problem or need
• Discuss societal impact and tradeoffs of the solution(s)
8. Redesign
• Modify the solution(s) based on information gathered during the tests and presentation
*The Engineering Design Process is also listed under the first content standard of the Engineering
Design subtopic in this course.
III. MATHEMATICAL SKILLS
Students are expected to know the content of the Massachusetts Mathematics Curriculum Framework,
through grade 8. Below are some specific skills from the Mathematics Framework that students in this
course should have the opportunity to apply:
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9
9
9
9
9
9
9
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Construct and use tables and graphs to interpret data sets.
Solve simple algebraic expressions.
Perform basic statistical procedures to analyze the center and spread of data.
Measure with accuracy and precision (e.g., length, volume, mass, temperature, time)
Use both metric/standard international (SI) and U.S. Customary (English) systems of
measurement.
Convert within a unit (e.g., centimeters to meters, inches to feet).
Use common prefixes such as milli-, centi-, and kilo-.
Use scientific notation, where appropriate.
Use ratio and proportion to solve problems.
The following skills are not detailed in the Mathematics Framework, but are necessary for a solid
understanding in this course:
9 Determine the correct number of significant figures.
9 Determine percent error from experimental and accepted values.
9 Use appropriate metric/standard international (SI) units of measurement for mass (kg); length
(m); time (s); power (W); electric current (A); electric potential difference/voltage (V); and
electric resistance (Ω).
9 Use the Celsius and Fahrenheit scales.
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WHAT IT LOOKS LIKE IN THE CLASSROOM
A Look at Energy-Efficient Homes
Adapted from Standards for Technological Literacy, p. 197
Technology/Engineering, High School
The city of Westlake and the surrounding areas experienced an accelerated growth in the construction
industry, especially in new home construction. The local high school technology teacher, Mr. Morales,
thought it would be helpful for his students, as future consumers, to have an in-depth understanding of the
housing industry and to know about the latest developments in home construction techniques, materials,
and practices.
Mr. Morales decided to organize a lesson where students were invited to participate in designing an
energy-efficient home for a family of four. He guided the students to consider all forms of energy and not
to limit their imaginations. Students were instructed to consider costs of using energy-efficient designs
and how those costs might affect the resale value of a home.
He instructed the students in his technology class to individually design, draw, and build a scale model of
a residential home using heating and cooling systems that were energy-efficient, aesthetically pleasing,
functional, marketable, and innovative. The house also had to accommodate a family of four with a
maximum size of 2100 square feet. Each student had to work within a budget of $150,000, and had nine
weeks to complete the project.
The students began by researching homes in their city that already incorporated features that were
required in their project. They conducted library and Internet searches to learn about the latest materials
and techniques available in the housing industry. Students also interviewed local architects and building
contractors to learn about current practices and how these professionals were integrating innovative
features. For example, the students learned about incorporating increased day lighting, which takes into
account the home’s orientation, into the design of the home. They also learned about designing and
installing environmentally sound, energy-efficient systems and incorporating whole-home systems that
are designed to provide house maintenance, home security, and indoor air-quality management.
The students then began the process of sketching their homes. Many students had to gather additional
research as they realized they needed more information to complete their sketches. Using their sketches,
the students built scale models of their homes out of mat board.
A group of building industry professionals from across the area was invited to evaluate students’ work
and provide feedback on their ideas in several categories, including design, planning, innovation, energy
conservation features, drawing presentation, model presentation, and exterior design.
As a result of this experience, the students learned firsthand what it takes to design a home for the 21st
century. Students also learned how to successfully plan and select the best possible solution from a
variety of design ideas in order to meet criteria and constraints, as well as how to communicate their
results using graphic means and three-dimensional models.
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WHAT IT LOOKS LIKE IN THE CLASSROOM
Assessment Strategies
• Students can research building codes and zoning laws in the community, then each can write a
detailed informational report.
• Students can compare construction efficiency for various house designs, evaluating the
advantages and disadvantages of each design (e.g., ranch vs. colonial, lumber vs. steel
framework). They can then create a chart illustrating the differences.
• Students can create an engineering presentation illustrating the design and efficiency of the
prototype, using appropriate visual aids (e.g., charts, graphs, presentation software). The
presentation should include any other factors that impact the design of the house (e.g., site, soil
conditions, climate).
• Students will use a rubric to assess design specification, heat efficiency, and final prototype of the
design challenge.
Engineering Design Learning Standards
High School
1.2 Understand that the engineering design process is used in the solution of problems and the
advancement of society. Identify examples of technologies, objects, and processes that have
been modified to advance society, and explain why and how they were modified.
1.3 Produce and analyze multi-view drawings (orthographic projections) and pictorial drawings
(isometric, oblique, perspective), using various techniques.
1.4 Interpret and apply scale and proportion to orthographic projections and pictorial drawings (e.g.,
¼" = 1'0", 1 cm = 1 m).
1.5 Interpret plans, diagrams, and working drawings in the construction of prototypes or models.
Construction Technologies Learning Standards
High School
2.1 Identify and explain the engineering properties of materials used in structures (e.g., elasticity,
plasticity, R value, density, strength).
2.6 Recognize the purposes of zoning laws and building codes in the design and use of structures.
Energy and Power Technologies—Thermal Systems Learning Standards
High School
4.2 Give examples of how conduction, convection, and radiation are considered in the selection of
materials for buildings and in the design of a heating system.
4.3 Explain how environmental conditions such as wind, solar angle, and temperature influence the
design of buildings.
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Suggested Learning Activities for
High School Technology/Engineering Learning Standards
Please note: The number(s) in parentheses following each suggested learning activity refer to the related high
school Technology/Engineering learning standard(s).
1. Engineering Design
• Create an engineering design presentation using multimedia, oral, and written communication.
(1.1)
• Choose the optimal solution to a problem, clearly documenting ideas against design criteria and
constraints, and explain how human values, economics, ergonomics, and environmental
considerations have influenced the solution. (1.1)
• Visit a local industry in any area of technology and describe the research and development
processes of the company. (1.1, 1.5)
• Have students utilize library/Internet resources to research the patent process. (1.1, 1.2, 1.5)
• Create pictorial and multi-view drawings that include scaling and dimensioning. (1.2, 1.3, 1.4,
1.5)
• Create plans, diagrams, and working drawings in the construction of a prototype. (1.2, 1.3, 1.4,
1.5)
2. Construction Technologies
• Demonstrate the transmission of loads for buildings and other structures. (2.1, 2.2, 2.6)
• Construct a truss and analyze to determine whether the members are in tension, compression,
shear, and/or torsion. (2.1, 2.3, 2.4, 2.5)
• Given several types of measuring tools and testing tools, give students a challenge and have them
evaluate the effectiveness of a tool for the given challenge. (2.2)
• Construct and test geometric shapes to determine their structural advantages depending on how
they are loaded. (2.3, 2.5, 2.6)
• Using a chart from the state building code, students should be able to correctly use the stressstrain relationship to calculate the floor joist size needed. (2.4, 2.6)
• Design and conduct a test for building materials (e.g., density, strength, thermal conductivity,
specific heat, moisture resistance). (2.4, 2.5)
• Calculate the live load for the second floor of a building and show how that load is distributed to
the floor below. (2.5, 2.6)
• Identify ways to protect a watershed (e.g., silt barriers, hay bales, maintenance of watershed
areas). (2.5)
3. Energy and Power Technologies—Fluid Systems
• Demonstrate how appropriate selection of piping materials, pumps, and other materials is based
on hydrostatic effects. (3.1, 3.5)
• Demonstrate how a hydraulic brake system operates in an automobile. (3.1, 3.5)
• Design a private septic system while considering the type of soil in the leach field. (3.1, 3.4)
• Identify similar and differing elements of a public sewer system and a private septic system. (3.1,
3.4)
• Explain engineering control volume concepts as applied to a domestic water system. Does the
amount of water entering a residence equal the amount of water leaving the residence? (3.5)
• Design an airfoil or spoiler to demonstrate Bernoulli’s principle. (3.3)
• Create a hydraulic arm powered by pistons that is capable of moving in three dimensions. (3.4)
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Suggested Learning Activities for
High School Technology/Engineering Learning Standards
3. Energy and Power Technologies—Fluid Systems (cont.)
• Have students do a simple calculation with velocity and cross-sectional pipe size. Velocity times
cross-sectional area is a constant. As the pipe size changes, the velocity will have to change as
well. For example, if the pipe changes from a 2-inch diameter to a 1-inch diameter, the velocity
will quadruple. (3.5)
4. Energy and Power Technologies—Thermal Systems
• Create a model (e.g., the multi-layer wall of a building) to test the concept of conduction, and
compute heat losses. (4.1, 4.2, 4.4)
• Design and build a hot water solar energy system consisting of a collector, hoses, pump
(optional), and storage tank. After the system has been heated, calculate the heat gains achieved
through solar heating. (4.1)
• Design and build a model to test heat losses through various materials and plot the results. (4.2,
4.5)
• Design and build a solar cooker for various food substances. Each student should design a solar
cooker for her or his specific food. (4.1, 4.2)
• Design an awning for a business based upon seasonal changes and the angles of the sun. (4.2)
5. Energy and Power Technologies—Electrical Systems
• Design and create an electrical system containing a source, a switch, and multiple loads. Be able
to measure the voltage and current at each load. (5.2)
• Design and create an electrical system with either motors, all operating at different speeds, or
lamps, all operating at different intensities. (5.2, 5.3)
• Create schematics for series, parallel, and combination (series-parallel) circuits, and construct
each type of circuit from its schematic. (5.4)
6. Communication Technologies
• Give an example of each of the following types of communication: human to human (talking),
human to machine (telephone), machine to human (facsimile machine), and machine to machine
(computer network). (6.4)
• Create prototypes for the following specific types of communication: human to human (e.g.,
talking, telephone), human to machine (e.g., keyboard, cameras), machine to human (e.g., CRT
screen, television, printed material), machine to machine (e.g., CNC, internetworking). (6.2, 6.3,
6.4)
• Define size and focal length for a lens and explain their applications in light theory. (6.5)
• Research a communication technology and the impact that lasers or fiber optics have had on that
technology. (6.4, 6.5)
7. Manufacturing Technologies
• Design a system for mass producing a product. (7.1, 7.2)
• Design, build, and program a robotic device capable of moving through three axes. (7.3)
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